Teach your child

BADMINTON

The author and his children
(c) Jake Downey 2003

First published by Lepus Books in 1976. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise,
without the prior permission of Jake Downey
Contents
page
Foreword 7
Part 1. The Parent as Teacher and Coach. 9
Introduction
What is badminton?
Why play badminton?
At what age can you begin to play?
What do you need to play the game?
(1) Equipment.
(2) A knowledge of the game.
Part 2. Activities for Enjoyment and Learning. 18
Teaching the game.
Lessons 1 to 13

Part 3. Playing the Game. 54
The singles game.
The lessons.
Lessons 1 to 4.
The doubles game.

Part 4. Practising. 70
Stroke practices.
Part 5. Fitness for Badminton. 75
Part 6. Organising Competitive Badminton. 80










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List of Illustrations
page
Frontspiece
Plate 1 Holding the shuttle-Method 1 21
Plate 2 Holding the shuttle-Method 2 21
Plate 3 An overhead stroke 23
Plate 4 An underarm stroke 23
Plate 5 Forehand grip-palm behind handle 25
Plate 6 Backhand grip-thumb behind handle, 26
Ready position-front view 27
Plate 8 Ready position-side view 27
Plate 9 Making space-to the right 29
Plate 10 Making space-to the left 29
Plate 11 Ready to serve 30
Plate 12 Ready for the backhand serve 31
Plate 13 Stroke played with the racket head above level
of wrist 32
Plate 14 Stroke played with the racket head below level
of wrist 32
Plate 15 Upward hit from an overhead position 36
Plate 16 Upward hit from an underarm position 36
Plate 17 Downward hit 37
Plate 18 Preparation 42
Plate 19 Action 42
Plate 20 Recovery-ready for the next shot 43
Plate 21 Taking the shuttle early-the Dab Shot 49
Plate 22 Taking the shuttle early-the Underarm Net
Shot 50
Plate 23 Receiving serve in doubles (forecourt) 62
Plate 24 Receiving serve in singles (midcourt) 62







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Foreword

The usual approach in a book on how to play Badminton is for the author to describe
each stroke in detail. The reader then has to translate the instructions into action.
This is often difficult to do for it is not easy to write clear and precise instructions on
how to perform a stroke. In addition, even if the instructions are clearly written, they
do not allow for individual styles of play. The reader is usually obliged to follow
instructions which describe one way only of performing a stroke.

Jake Downey offers a different approach to the game and so avoids these difficulties.
In this book he has attempted to make clear what strokes are involved by drawing
attention to the function of each stroke. How the player performs the stroke is a
matter for individual interpretation and the stress on individuality, is one of the main
features of the book. The child is taken through easy stages from simple to complex
situations. As the parent follows the lessons he will see that each lesson is connected
in such a way that it becomes easy for the child to learn the strokes and become
more skilful at the game. Coaching is deliberately kept to a minimum and each
lesson involves very little instruction and a great deal of play, which should make it
easier to retain the child's interest.

I have known Jake Downey for a number of years both as a fellow competitor and as
Coach to the English Uber Cup team. I am pleased to recommend his ideas to any
parent who wants to teach his child to play the game. I am sure that parents will
obtain a large measure of self satisfaction in seeing the progress made by their
children in the game as a result of their tuition.

R.J. Lockwood,
Chairman of the England Selection Committee 1973-75.









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To Natasha and Sean




Acknowledgements.


I would like to express my thanks to:-
Mrs Nancy Horner for reading through the text and making many helpful comments.
And to Mrs Jan Trollope of the Chiltern Consortium, Wall Hall College for providing the
photographs of Jake Downey and his children, Natasha and Sean.































8
The parent as teacher and coach


Introduction
The response of many parents to the suggestion `teach your child badminton' might
well be that to do so is not possible. Reasons that may be given could be that the child
will not listen to the parent or that he wants to play in his own way. For this reason
most parents will settle for playing badminton with the child, but not for teaching
badminton to the child. This attitude indicates a limited view of teaching, for in a
sense, a parent teaches the child simply by playing badminton with him. To hit
shuttles over the net, to play simple rallies and perhaps a simplified version of the
game is within the scope of young children. Children of seven years of age and above
can do this much and so learn to play badminton. For in playing the child has to
perform certain movements to hit the shuttle from various positions to various spaces
on the other side of the net. He does this by copying his parents' movements, or by
trying one way and correcting and modifying his movements according to the degree of
success he attains in his efforts.
The child can learn by having a go and playing rallies and games. The ability to keep
the shuttle in play and to maintain a rally with the child and to encourage the child,
and stimulate some enthusiasm for the game is sufficient for any teacher to begin
with. In this sense any parent, player or non-player can teach the child to play
badminton. Obviously this is not sufficient if a parent wants to help his child to master
the skills of the game and to improve. This is where this sort of book can be of
practical use. This book will make clear what is involved in playing the game from the
point of view of both the teacher and the learner. The teacher will be taken gradually
through the stages in the development of the player. He will be informed about the
psychological and moral considerations in teaching. That is to say how a child acquires
skill in badminton, and how best to teach the skills. In addition what is important is
the sort of attitude that a child should adopt towards the game. For this reason how
the parent teaches the child is important. Very often a child's enjoyment of the game
and his interest in it can be spoiled by bad teaching. The relationship between the
parent and the child is very important particularly if the child is to develop his interest
in the game. If the child can see the value in the game as an enjoyable activity and
worthy of his attention, he is more likely to become committed to it and be keen to
improve. I believe that this is the most important feature of any games play, and so,
throughout the book, what the game has to offer in terms of interest and enjoyment
will determine what sort of teaching goes on.

Teaching the child to play the game is only one aspect of teaching the child badminton.
There is much enjoyment to be derived from watching the game as a spectator. It is a
dynamic game, for it involves a range of movements of both an explosive and a gentle
sort. It involves a conflict between two adversaries both trying to overcome the other.
The cut

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and thrust, cat and mouse aspects of the game can be very dramatic, enthralling and
absorbing for the spectator. In addition to the conflict, the battle on the court, are
the grace and skill of the players' movements, and tactics used to overcome the
opponent and win the contest.

However such appreciation presupposes an evaluation of the game as good or poor,
interesting or uninteresting, skilful etc. This in turn presupposes some understanding
of the standards in the game and is therefore an important feature in teaching your
child badminton. Furthermore, much learning occurs from observation of good
players and copying their movements, strokes, tactical moves etc. The child can only
learn from watching good players if he can judge what is worth copying and hence
what is of value. He should be able to appreciate the finer points of the game. To
teach your child badminton is to get him inside the game. That is so that he can both
play the game and appreciate the game.

The aim of this book is to assist you to teach your child badminton in this way. Its
value lies in the extent to which it achieves this aim.

What is badminton?

It is a hitting game. It is claimed that it originated at the estate of the Duke of
Beaufort in Gloucestershire. Guests amused themselves by playing a hitting game
with rackets and shuttlecocks. As the estate was called Badminton, the game was
given the same name.
The game spread and was played in various forms in different countries. Inevitably
as it became more popular and the players became more skilful, the game became
more complex. Accordingly rules had to be devised to define what a player could or
could not do and to stipulate how the game was to be played. The first set of rules
was formulated at Karachi in 1877. As the game developed throughout the countries
of the world it became necessary that a standard set of rules be established.

In England, in 1893, a standard set of `Laws for the Game' was devised. In 1934 the
International Badminton Federation was formed and the Badminton Association
became known as the Badminton Association of England. The Federation comprises
the associations of most of the countries which play Badminton.

Naturally games between countries result from associa-tion. Though many countries
play friendly international matches, the main contests occur during the Thomas Cup
and the Uber Cup matches. The Thomas cup is the trophy presented to the winners
of the men's team championship. The competition occurs every three years. The
Uber Cup is the trophy presented to the winners of the ladies' team championship
and this competition also occurs every three years.

England ranks very highly in world badminton. They are at present the strongest
country in Europe and as a combined team of men and women have won the
European
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Team Championship in 1972 and 1974. The men rank amongst the strongest doubles
pairs in the world though as yet lacking the same position in singles play. In the ladies
game the English players are among the strongest in the world both at singles and
doubles. Since 1973 English women have contested every major championship in world
badminton. They are now competing for the 1975 Uber cup trophy.

The game is rapidly expanding and is extremely popular. It is seen more frequently on
T.V. and, with colour T.V., some of the appeal of the game is captured on the screen.
There are many tournaments held throughout the U.K. particularly in England. There is
a strong county association within the B.A. of E. and county matches in various
divisions take place regularly throughout the season. The season extends officially
from September until April, yet as with all expanding sports the game is now played by
many clubs throughout the year.
There are lots of opportunities to show the child good badminton for the leading
players compete at many of the tournaments. Apart from the learning the child gains
from seeing top class play, there is also much entertainment value. Badminton is a fast
dynamic game and very exciting to watch. If interest and enjoyment are central to the
child's development in the game, then to both play and to watch the game is important
in providing such interest and enjoyment of the game.

Why play badminton?
Badminton offers enjoyment and interest for the child. There are a number of reasons
for this.
1. It offers the opportunity to perform a large range of movements i.e., running,
jumping, lunging, bending, stretching and hitting movements which are performed
sometimes quickly, slowly, gently or with power. It is the sheer pleasure of the variety
of movement which has appeal for the players.
2. There is immediate satisfaction. The design of the shuttlecock causes it to slow
down in the air and allows ease of hitting. One can play a game from the start.
3. It is recreational. The speed and the range of physical movements requires full use
of the body and demands much effort. The game provides the opportunity to exercise
the body and gives the feeling of well-being so essential for good health.
4. It involves a challenge. To perform the movements properly requires attention and
practice. Skill is learned and so requires much physical work and thought from the
player. There is also a challenge in the sense that one has to defeat another player to
win the game. Players can test their skill out against each other. The game involves a
battle of wits. In this lies the interest value, for how one outwits the opponent
sometimes raises difficulties and presents problems to the player which he must work
out during the game.






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5. Above all it is enjoyable because, being only a game, the result does not really matter.
Though a player may take the game seriously and put his best efforts into it, since
otherwise it would be hardly worth playing, the result is not a serious issue. What is
important, is that a player has a good game. If he plays well the result does not matter as
much as does the fact that he played well. The result is simply an indication that the game
is concluded and that one player is the winner according to the rules. Now comes a further
challenge and a feature that makes the game interesting. A player can go away, think about
how he lost and do something about it. He can train harder, or practise his strokes, work
out different tactics and then play again and try to reverse the result.
6. It is a good game to play because most play occurs in the context of badminton clubs.
There are numerous people who play and as a recreational game it offers the opportunity to
meet many people and develop new friendships arising from the common interest of
badmin-ton.
7. Finally it is a good game to play because should one excel at it and enjoy serious
competition, the game offers this, for at a formal level it is highly organised. There are
usually leagues and clubs in every town, and tourna-ments at a local and a national level.
For any player who wants to make it his number one sport there is always the chance to
play at a higher level. The challenge in the game provides interest and enjoyment at every
level.

At what age can you begin to play?
It is not possible to state any specific age to begin the game. One reads about young
children who grow up with a racket in the hand. However these are rare and there is no
guarantee that starting very young gives any advantage over a person beginning at a later
stage. There are numerous factors which may determine when a child begins to play
badminton. These involve age, ability, interest and attitude etc.

Some parents think it is necessary to begin at a very early age hoping to develop their
children into highly skilful competitors. However many top class players did not start playing
until their teens.

The best advice is to hit shuttles to your child for fun and to let him get the idea of the
activity and the feel for it. With the emphasis on enjoyment it is likely that the interest will
develop. If the child is too young and not really interested it is better not to force the
interest. Leave the game, the hitting of shuttlecocks, for a time and try again at a later
period. Commonsense should prevail. Simple advice is to introduce your child to hitting
shuttlecocks, judge the response, and go from there.
What do you need to play the game?
There are several basic requirements prior to playing the game.

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1. The equipment; a space in which to play; another player; a certain degree of competence in hitting
the shuttlecock.
2. Some knowledge of the game and the rules.
Equipment
Racket. It is often difficult to know what racket to select for a child. A badminton
racket is very light. It weighs between 4 ozs and 5'/s ozs. Rackets are balanced; they
are evenly balanced with an equal distribution of weight between the racket head and
the handle; or more weight or less weight in the head in relation to the handle. The
grip size varies between small and large, and the grip itself is made of various
materials, i.e., leather, plastic, or towelling.. The prices of rackets range between very
cheap and very expensive.
How does a parent select a racket for a child? The most important feature of a racket
is the `feel' of the racket. A racket may `feel' clumsy and awkward to handle during
play. The `feel' is a personal matter but is determined by the size of the grip, the
balance of the racket and the stringing. A racket may feel heavy or light in the head in
relation to the handle. I think that in choosing a racket, the cheaper price racket
should be excluded from choice. They do not give a quality performance. Choice should
be restricted to the medium or top price range. Buy a racket that feels comfortable to
the child. A handle that feels easy to grip and allows control over the head of the
racket. He can test this by swishing it about. Select one which is evenly balanced or
slightly lighter in the head. This will give the child more control over the racket head in
stroke production. The stringing of the racket needs some consideration. Good
synthetic strings are excellent for many club players and should be ideal for the
beginner.
Care of rackets Because the racket is so light it can easily be damaged by ill-
treatment. Look after the racket and you will receive good service from it.
Shuttlecocks. The shuttlecock is the object used in play. It is referred to as the
`shuttle' or the `bird' or the `feather'. It is of a very delicate construction. A
shuttlecock weighs only a fraction of an ounce. The weight varies between 73 grains
and 85 grains. The weight.affects the flight. A shuttle varies in speed of flight from
slow (73 grains) to fast (85 grains). There are two types e.g. feathered and plastic.
The


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feathered shuttlecock is constructed of 14 or 16 goose feathers inserted into a cork
base. The base is covered by kid leather. These are the sort usually used in
competition. However they are expensive and the feathers are easily damaged.
Damaged feathers affect the flight of the shuttle and spoil the enjoyment of the game.
The shuttlecock must be carefully looked after and the feathers smoothed out if
disturbed during play. Plastic shuttlecocks are much cheaper and are able to withstand
rough treatment and so last longer. They maintain an even flight in the air and are
extremely suitable for the beginner. They are made in three speeds, slow, medium and
fast. The speed of flight of a shuttlecock is affected by the temperature. A shuttle
travels slowly in a cold hall and quickly in a warm hall. For this reason select a
shuttlecock according to weight (if feathered) and to speed (if plastic) for use in the
appropri-ate temperature.

Dress. The laws of badminton stipulate that white clothing should be worn on the
court. This rule is rigidly upheld in many clubs and certainly in match and tourna-ment
play. To see players dressed in white adds to the spectacle of the game and increases
the enjoyment of it. It is aesthetically pleasing to see players in clean white clothing
playing this vigorous game. Also, for the player it provides a sense of purpose, and is
perhaps a measure of how much he values the game that he wants to conform to the
standards in it. NOTE: This was written in 1976 the rules on clothing have now
changed.
A parent doesn't want to spend a lot of money on expensive clothing for a growing
child who may not want to take up the game. In the early stages some compromise is
essential, unless of course the child wants to wear the proper clothing from the start.
If the child is learning in his parent's club he may have no option but to wear the
correct clothing. However I assume that many parents begin to teach their child in the
garden or a sports hall, where there are no club rules to comply with. As badminton is
a fast energetic game requiring a wide range of physical movement dress should be
worn for comfort and freedom of movement. Below is listed the sort of clothing
considered necessary to play the game, with suggestions for a possible compromise.

Footwear. The correct footwear is essential. Shoes receive a considerable amount of
wear during play. Also the quick changes of direction involved requires shoes which
enable a player to get a grip on the floor. Cheap smooth soled shoes are inadequate.
Buy good quality shoes and thick socks to prevent blistering of the feet.

Clothing. Ideally white shorts and a shirt are required. Boys can always wear football
shorts and a white T-shirt. Girls can wear the same or a skirt and a T-shirt.

Additional clothing. It is usually a sound policy to wear a warm pullover or slipover
prior to playing and for wear after the game. This helps the body to warm up quickly
and prevents it becoming cold after the game. Most children these days seem to
possess a track suit as a multi-purpose

14.




sports garment. Certainly it is useful for keeping one warm, and for the beginner it is ideal
for play. As the child develops his interest he should be encouraged to wear the appropriate
white clothing.
Where do you purchase the equipment?
There are numerous sports shops which stock the complete range of sports
equipment. You should now be able to go into a sports shop with a good idea of what
sort of badminton equipment is appropriate. It is only a matter of examining the
equipment; testing out the racket; trying on the shoes for comfort and examining the
sole for the sort of grip that they will provide. Think carefully about your child's needs
and use your commonsense in choosing.
2. A knowledge of the game
A description of the game
The game is played on a rectangular court, divided into halves by a net. The game is
played by opposing players. Two players make a singles game. Four players make a
doubles game. The players occupy opposite halves of the court. They use rackets to hit
the shuttlecock over the net so that it hits the floor on the opponents side of the court.
The doubles court is wider than the singles court.
A contest consists of the best of three games. All games are played up to 21 or 15
points except for ladies singles, which are played up to 11 points. At the conclusion of
the game, the players change ends. The Laws of the Game at the end of the book will
give more details of the procedure during play.

Beginning the game
To begin a contest the players toss. The word `side' describes the player or pair of
players. The side which wins the toss has the chance of:
(a) serving first
(b) not serving first
(c) choosing ends
The side which serves the shuttle is known as the Serving Side. The side which
receives the serve is known as the Receiving Side.
Scoring in the game
Only the serving side can add points to the score. Each side tries to win the service. Having won the
service, the side in possession has the opportunity to add points to the score. A point is won during play
if a player hits the shuttle to the ground on the opponent's half of the court; or if the opponent is unable
to return the shuttle into play. Though a point is won in the way described it is only added to the score if
won by the serving side. If the receiving side wins

15





the point, the score remains the same but the receiving side have now won the
service. They become the Serving Side and have their opportunity to serve and add
points to their score. In Doubles play, the receiving side would have to win two rallies
before they gained possession of the service.
1. A. serves from his right service court diagonally opposite to B.
2. A. wins the first point. The score becomes 1-0 to A.
3. A. moves to his left service court to serve diagonally opposite to B. The receiver
must always stand diagonally to the server.
4. A. wins the point. The score becomes 2-0. A. moves once again to his right service
court to serve diagonally opposite to B.
5. B. wins the next point and wins the service. The score remains the same.
6. B. now serves from his right service court diagonally opposite to A.
7. B. wins the point. The score becomes 1-2. The score of the server is stated first.
It follows that the players stand in the service court related to the score. If the
server's score is an even number the players stand on the right service court. If the
server's score is an odd number the players stand on the left service court. The
doubles game
This is slightly more complicated but the principle of changing the service court as a
point is won remains the same. At the beginning of the game only one player of the
serving side is allowed to serve. He continues to serve until he loses the service to the
other side. From then on both players on each side have a turn to serve when their
side is




16






1. A. serves diagonally opposite to C. The serving side win the point. The score
becomes 1-0.
2. A. moves to his left court and serves diagonally opposite to D. He continues to move
and serve to each player in turn until that serve is lost.
3. If A. was serving to D. before he lost the service, he must remain in that court to
receive service until his side gains possession of the service and a point is won.
4. Whatever the state of the score, only the serving side may change from one court to
the other in order to serve to each player of the opposing side. The receiving side must
remain in the court that they occupied before they lost the service.
This is a simple explanation. A more detailed account of the order of serving may be
referred to in the Laws of the Game (see p. 87).
The above explanation is rather a formal description of the game, which makes clear
the actual procedure in a game. With the child it is not always necessary to comply
with this formal procedure in the early stages. The lessons which follow may for this
reason contain games with rules which appear to vary slightly from the established
rules which determine this formal procedure.








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